Scientific-creative thinking and academic achievement

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Revista de Estudios e Investigación en Psicología y Educación, Volume 1, Number 1.
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Published: Jul 1, 2014

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Rosario Bermejo
Universidad de Murcia
Spain
María José Ruiz
Universidad de Murcia
Spain
Carmen Ferrándiz
Universidad de Murcia
Spain
Gloria Soto
Universidad de Murcia
Spain
Marta Sainz
Universidad de Murcia
Spain
Vol. 1 No. 1 (2014), Articles, pages 64-72
DOI: https://doi.org/10.17979/reipe.2014.1.1.24
Submitted: Jul 27, 2014 Accepted: Jul 27, 2014 Published: Jul 1, 2014
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Abstract

The aim of this work is to study the relationship between scientific-creative thinking construct and academic performance in a sample of adolescents. In addition, the scientific-creative thinking instrument’s reliability will be tested. The sample was composed of 98 students (aged between 12-16 years old) attending to a Secondary School in Murcia Region (Spain). The used instruments were: a) the Scientific-Creative Thinking Test designed by Hu and Adey (2002), which was adapted to the Spanish culture by the High Abilities research team at Murcia University. The test is composed of 7 task based in the Scientific Creative Structure Model. It assesses the dimensions fluency, flexibility and originality; b) The General and Factorial Intelligence Test (IGF/5r; Yuste, 2002), which assess the abilities of general intelligence and logic reasoning, verbal reasoning, numerical reasoning and spatial reasoning; c) Students’ academic achievement by domains (scientific-technological, social-linguistic and artistic) was collected. The results showed positive and statistical significant correlations between the scientific-creative tasks and academic achievement of different domains.

Keywords:

scientific-creative thinking, academic achievement, adolescents

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References

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